Response to Intervention and Continuous School Improvement: How to Design, Implement, Monitor, and Evaluate a Schoolwide Prevention System

Bernhardt, Victoria L./ Hebert, Connie L.

ISBN 10: 1138285714 / ISBN 13: 9781138285712

Edité par Taylor & Francis, 2017

A propos de cet article

2nd revised edition. 150 pages. 11.00x8.50x0.50 inches. In Stock. This item is printed on demand.

N° de réf. du vendeur __1138285714

Détails bibliographiques

• Titre: Response to Intervention and Continuous School Improvement: How to Design, Implement, Monitor, and Evaluate a Schoolwide Prevention System
• Éditeur: Taylor & Francis
• Date de parution: 2017
• Langue: anglais
• ISBN à 10 chiffres: 1138285714
• ISBN à 13 chiffres: 9781138285712
• Reliure: Paperback
• Édition: 2ème Édition
• État de l'article: Brand New
• Poids: 0,45 kilogramme

A propos de ce titre

Synopsis

Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every student by implementing Response to Intervention (RtI) as part of a continuous school improvement process. This second edition spotlights the "Five Stages of RtI Implementation" and is complemented by the robust online RtI Implementation Guide, which includes more than 30 downloadable templates, examples, and other files to help schools start their journey of establishing a successful system. By applying the authors' insightful guidance in Response to Intervention (RtI) and Continuous School Improvement (CSI), you'll be able to redesign your general and special education programs to put your school on a path toward improvement!

À propos de l?auteur

Victoria L. Bernhardt, Ph.D., is Executive Director of Education for the Future Initiative, a not-for-profit organization located at California State University, Chico, California, whose mission is to build the capacity of all learning organizations at all levels to gather, analyze, and use data to continuously improve learning for all students. She is also a Professor (currently on leave) in the College of Communication and Education, at California State University, USA.

Connie L. Hébert, M.S. Ed., is an experienced educator and consultant in the field of special education, and a K-12 Intervention Consultant for the Jackson R2 School District in Missouri, USA.